The Development of Ethnobotany Curriculum for Students in Rural Schools: An Approach that Incorporates the Needs and Insights of Local Communities

Autor/inn/en	Kraipeerapun, Kittima; Thongthew, Sumlee
Titel	The Development of Ethnobotany Curriculum for Students in Rural Schools: An Approach that Incorporates the Needs and Insights of Local Communities
Quelle	In: International Education Journal, 8 (2007) 1, S.64-70 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Constructivism (Learning); Curriculum Development; Rural Schools; Participant Observation; Scientific Principles; Ethnography; Foreign Countries; Natural Resources; Botany; Indigenous Knowledge; Community Needs; Interviews; Developing Nations; Educational Development; Sustainable Development; Educational Philosophy; Science Education; Elementary Secondary Education; Science Curriculum; Thailand + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teilnehmende Beobachtung; Ethnografie; Ausland; Natural Ressource; Natürliche Ressource; Botanik; Interviewing; Interviewtechnik; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Nachhaltige Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Naturwissenschaftliche Bildung
Abstract	In this paper, an ethnobotany curriculum is used as a case example of one approach to incorporating the insights and needs of the local community into the curriculum development process. This curriculum development was carried out in the "Kiriwong Community" in Nakornsrithammarat Province, Southern Thailand. The ethnobotany curriculum was developed after conducting ethnographic research to better understand how villagers might learn to gain the benefits from plants and what knowledge and skills were required to prepare their student to live well in their community. Data were collected through participant observation and in-depth interview. Developing the ethnobotany curriculum, I incorporated the basic information gained from studying the Kiriwong villagers' needs and (a) their usage of plants into the study of ethnobotany, (b) sustainable natural resource management principles, (c) rural philosophy for education, and (d) constructivist theory to obtain an ethnobotany curriculum. It is my belief that by creating science curricula the take advantage of these local resources it will be possible to assist students to both develop understandings about content and about the nature of science that are in the government's science standards and to learn sciences in their own context. They can apply such knowledge and skills in their current and future situations and lifestyles. (Contains 2 figures.) (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10